1. Learning Teaching Enhancing Supporting Sharing

2. As you arrive... Log in to ovecisln.wikispaces.com Log in to ovecisln.wikispaces.com ISLN participants!

4. The Fun Theory http://www.youtube.com/watch?v=2lXh2n0aPy w

5. Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready. Build an infrastructure to support PGES to full scale.

6. Today’s Targets  Identify necessary shifts (changes) in teaching and learning needed to fully implement the Next Generation Science Standards (NGSS).  Use the guiding questions to coach a teacher through the student growth goal setting process.  Identify what resources are available to support PGES implementation and how to access them.

7. Continuous formative assessment question: What new learning have you discovered you need as a result of this meeting? http://padlet.com/wall/gzv98bgyv2

8. Social Studies/Science standards update 8

9. UPDATE Social Studies Standards Work in Kentucky Goal: Establish a set of Social Studies standards (in addition to ELA-Literacy in History/Social Studies) that fully address the needs of Kentucky’s 21 st Century Learners.

10. Time Line Social Studies Standards Work in Kentucky January 2014 Kentucky’s Leadership Networks for Social Studies *Analyze C3 Framework *Input on Standard Development After C3 Framework Release 2013 Writing Teams Draft a Complete Set of Standards *Key Stakeholders/Experts give comments/feedback September 2013 C3 Framework scheduled for release *On or Around September 17, 2013—Constitution Day

11. UPDATES Progress Updates Available  Network Meetings  ISN Newsletters  Webcasts Amy Treece – amy.treece@education.ky.gov Instructional Specialist Social Studies

12. SCIENCE STANDARDS UPDATE sean.elkins@education.ky.gov

13. The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. A Framework for K-12 Science Education p. 1-2 A New Vision of Science Learning that Leads to a New Vision of Teaching

14. Organization of Framework Dimensions of the Framework Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas Realizing the Vision Integrating the Three Dimensions Implementation Equity and Diversity Guidance for Standards Development Looking Toward the Future: Research to Inform K-12 Science Education Standards

15. Dimension 1: Science and Engineering Practices 1. Asking questions (science) and defining problems (engineering) 2. Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time. 5

16. Crosscutting Concepts 1.Patterns 2.Cause and effect 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter 6.Structure and function 7.Stability and change Framework 4-1

17. Physical Sciences PS 1: Matter and Its Interactions PS 2: Motion and Stability PS 3: Energy PS 4: Waves and Their Applications

18. Life Sciences LS 1: From Molecules to Organisms: Structures and Processes LS 2: Ecosystems: Interactions, Energy, and Dynamics LS 3: Heredity: Inheritance and Variation of Traits LS 4: Biological Evolution: Unity and Diversity

19. Earth and Space Sciences ESS 1: Earth’s Place in the Universe ESS 2: Earth Systems ESS 3: Earth and Human Activity

20. Engineering, Technology and Applications of Sciences ETS 1: Engineering Design ETS 2: Links Among Engineering, Technology, Science and Society

21. NGSS Architecture Integration of practices, crosscutting concepts, and core ideas.

24. T3 KDE School Turnaround 2012-2013

27. Lots of work completed, underway, and left to do InstructionCurricula Assessments Teacher Development

28. Table Talk How do the new standards differ from the old? What instructional shifts will the new standards likely require?

29. Conceptual Shifts in the NGSS 1. K–12 Science Education Should Reflect the Real World Interconnections in Science 2. Science and Engineering Practices and Crosscutting Concepts should not be taught in a vacuum; they should always be integrated with multiple core concepts throughout the year. 3. Science concepts build coherently across K-12 4. The NGSS Focus on Deeper Understanding and Application of Content 5. Integration of science and engineering 6. Coordination with Common Core State Standards

30. Engineering Integration Topic vs DCI view MS grades Timeline for assessment Standards, not curriculum

31. Speed bumps on the road to NGSS

32. Old dullness can trump new standards

33. Read some stuff Do some worksheets Write an argumentative passage Answer an ORQ Take it on faith Read some stuff Grow some plants and measure soil mass before/after Write an argumentative passage Prove it to yourself 5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]

34. Read some stuff Do some worksheets Write report with data tables or diagrams Answer an ORQ Take it on faith Read some stuff Conduct investigations using compounds of varied structures… Select an appropriate format… Prove it to yourself HS-PS2-6.Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

35. NGSS Architecture Integration of practices, crosscutting concepts, and core ideas.

40. Crosswalk?

41. Avoid the folder swap

42. “The new standards don’t really impact me very much because I teach high school but I don’t teach biology”

43. The nebular theory of curriculum accretion in action

44. “We already do that”

45. Death march through the bullets

46. http://youtu.be/GO6B1K1ciBI

47. Student Growth in the TPGES 47

48. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth 48

49. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self- Reflection Student Voice Student Growth All measures are supported through evidence. State Contribution: Student Growth % Local Contribution: Student Growth Goals 49

50. Student Growth Process Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals 50

51. Determine Needs: Your Starting Line  Know the expectations of your content area standards  Know your students  Identify appropriate sources of evidence 51

52. 52 What are enduring skills and concepts? endure beyond a single test date are of value in other disciplines and/or are necessary for the next level of instruction.

53. Sources of Evidence: Variety Interim Assessments LDC/MDC Classroom Evidence Projects Products Student Portfolios Student Performances Common Assessments District Learning Checks 53

54. Rigorous Congruency to standards Measures ask students to demonstrate mastery of the identified skills/concepts at the level of rigor intended in the standard. 54 Selected measures reach the level of rigor expected across the district. Comparable

55. A science teacher’s story of goal-setting for student growth 55

56. Read and reflect What is this teachers shift in thinking that will lead to a meaningful impact on her students’ learning? 56

57. A simulated discussion 57 Then a table discussion

58. Share your thinking in Padlet What structures and/or processes are in place in your district to support teachers in any content area to develop meaningful student growth goals? 58 http://padlet.com/wall/ovecisln

59. Resources to guide you: Student Growth  Think and Plan Guidance for Developing Student Growth Goals  Think and Plan SAMPLE  Guiding Questions for Student Growth 59

60. Student Growth Lync Series 60 Overview of Student Growth Student Growth STEP 1 Student Growth STEP 2 Student Growth STEPS 3,4,5 Assessment Literacy & Student Growth

61. Resources to guide you: TPGES  PGES Professional Learning Web Page  PGES Newsletters & Webcasts  TPGES Guide to Professional Learning  EDS (HELP button in CIITS)  TPGES Implementation Calendars 61

62. Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready. Build an infrastructure to support PGES to full scale.

63. To-Do List: Bring a Think and Plan Guidance for Student Growth document completed by a pilot teacher in your district. 63